(all of these deserve posts in their own right):
- what is the difference ‘open’ makes? (D Wiley)
- when we meet – when are we going to do and not just talk? (unattributed)
- how do you respond as an individual? (and why do you care about OpenEd/OER)? (Gourley; but equally could have been if i’d been in their sessions: Winn, Hall, Neary – though they’ve quite a different perspective)
- if you have rubrics and marks as semantic data can you analyse for ‘soft skills’ across a programme of study?
- how do i articulate what HE does that P2PU can’t, what can i learn from P2PU and what should i stop doing cause they do it better? (drumbeat)
- why don’t HE courses create badges too? (drumbeat)
I’ll need to go back through the programme and remind myself of some of the sessions but as a first pass of some of the stuff that caught my attention emerging from opened10. not yet adequately linked or marked up and doubtless will grow a bit over time as different parts of my brain kick in.
All the conference papers are available in the UOC repository .
with apologies to those i know or have heard recently (Brian Lamb, Scott Leslie, Suzanne Hardy, Jane Williams, Simon Thomson, Jakki Sheridan-Ross, all the wonderful folk from the Open University, and my colleague Li Yuan) – i’m too familiar with your work for it to make this first pass but i do think it’s great!
things to use now
some of the stuff that was presented is out there now to use:
fantastic opened site for art history – working towards being a viable alternative to OER – two art history teachers making stuff as they go to help students offset the massive cost of introductory art history textbooks for foundation courses.
historical recreations on twitter: Gettysburg, 1847 pioneer trek, the sinking of the Titanic, the American revolution, possibly about to start working with UK national archives to cabinet war room twitter account of world war 2. Tom Caswell’s presentation.
a feedreader for running open courses – a tutor sets up a blog-based course and edufeedr aggregates content from across blogging platforms designed to gather together student feedback based from wherever they blog it.
information and stats
we’re finally at get to the point were we can make or not make business cases and informed decisions. (links will follow)
OER use and attitudes surveys Joseph Hardin Mujo Research present survey results from instructors at University of Michigan and University of Valencia – surveying their willingness to use and to publish OER.
OER use and attitudes iNacol (online schools, K-12) surveyed their members about awareness around OER – the data and paper aren’t published yet unfortunately
Rory McGreal – examining differences Open Access makes for a university press comparing Amazon rank of Abathasca University’s press which is OA with three other Canadian university presses. results didn’t indicate any significant difference for bought physical copies but only one metric and doesn’t account for greater access provided by OA downloads.
David Wiley offered some figures around Brigham Young University Independent Study Unit looking at sustainabilty of making content open – if content made open – can costs be covered by sustained or increased enrollment. the short answer- yes -just.
Open Rubrics and the semantic web – Megan Kohler (Penn State) and Brian Panulla – well i’d call them feedback or assessment criteria but wither way they’ve developed an OWL ontology and reference implementations for sharing and storing marking rubrics (and associated marks) – in terms of technical developments i think this is potentially the most important thing from the conference.
stuff to think about more
building courses with OER: Griff Richards presented about a project he’d worked on create course syllabi for a master’s course in instructional design. one to follow up after the final report and syllabi are out. [personally it brings me back to thinking about course syllabi around OER for librarians - but that's another post in a month or so]. His metaphor of clothes shopping for looking for learning materials is also worth keeping around (Tailored: expensive, perfect , emperor’s new clothes; Off the Shelf: not quite fit, but do the job, reasonable price; Charity Shop: nearly free, hard to find what you want, might just find something perfect).
David Wiley the difference of Openness. the challenge is what does ‘open’ allow us to do pedagogically that we can’t otherwise do [open specifically not all the good stuff that often is triggered by open]? Identifying Concrete Pedagogical Benefits of OER
Dublin City University – took the OER as marketing angle and did some extensive work on how to best brand OERs using product placement and advertising methodology – this presentation made me profoundly uncomfortable but it is the logical extension of some of the advice and case for OER that many of us (including me) have made. i’m going to have to read their paper and think about this.
Erik Duval said a lot of things but there’s something fundamentally important about not being afraid to disrupt learning – oers probably have more quality assurance than the rest of course delivery.
I can’t help but finish with the work of those I presented in the same session as: Julià Minguillón (UOC), Pieter Kleymeer and Molly Kleinman from University of Michigan- we all raised questions, limits and possibilities around the role of libraries in OER. It was great to find other people asking similar questions.